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Animals, Animals
INTRODUCTION
This book is available at three reading levels, as indicated by the one,
two, or three dots beside the Science AZ logo on the front cover. In this
unit, the low level book is intended for developing readers.
his guide offers general instructions that can be used with any or all
T
of the leveled books. When appropriate, tips are provided for modifying
the instruction for a specific level. The dots in this guide indicate elements
of the instruction that are only applicable to certain book levels.
can only be used with low level
can only be used with middle level
can only be used with high level
can be used with low and middle levels
can be used with middle and high levels
can be used with all three levels
BOOK SUMMARY The book Animals, Animals introduces the common needs of all animals.
It goes on to explain how animals differ. Labeled photographs support
the text at all three levels.
The low level book explains how animals are alike and how they differ.
The middle and high level books begin with the necessities of life and traits
that all animals have in common. Then they introduce ways animals differ,
including their body coverings and parts, habitats, offspring, and how they
move and eat.
The high level book provides elements of nonfiction text, including a table
of contents, section heads, bold-faced glossary terms, and a glossary.
BEFORE
READING
Preview the book title, cover, and table of contents (high level only)
with students. Ask students to predict what the book will be about.
Invite students to preview the remainder of the book, looking at pictures
and captions, as well as special features, section heads, and the glossary
(high level only). Encourage them to use this information to continually
make and revise their predictions while reading. Invite students to name
any animals they recognize in the book.
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Animals
This book is most appropriate for students who need more guidance
with reading. You may want to read the book together in a reading
group, and discuss the concepts together. Guide students to look at
the pictures and make connections with the text as they read along
with you.
These books are most appropriate for developing and successful
readers. You may want to have these students read the book
independently, in pairs, or in small groups. Then have students
discuss the concepts and reinforce the content with associated
resources, including vocabulary activities.
Vocabulary
Instruction for the units vocabulary terms can be found in the Unit Guide.
It defines core and other key science terms, and suggests resources you
can use to teach vocabulary before, during, or after the reading.
These terms are found in the glossary of the high level book.
habitat
fresh water
salt water
talons
Reading Strategy
Connect to Prior Knowledge
Connecting the content of a text to students own experiences helps them
personalize and remember new information. Invite students to briefly tell
a story about a time they have seen an animal. Have them note how the
animal behaved, what it looked like, and what they can remember about
where the animal lived.
Ask students what they know or think they know about a few of the animals
they noticed in the books pictures. Model how to connect to prior knowledge.
Think-aloud: Before I start to read, it helps me to think about what I
already know about some of the things in the book. I find I want to learn
more about those topics. I get more excited to read it, and I usually
remember more of what I have read once I finish.
Download and print the KWL Graphic Organizer. Introduce it and have
students complete the first column with things they know about animals.
Then have them write some questions in the second column about what
they want to know about animals. Prepare students to fill in the third
column with things they have learned after they have read each section.
The Graphic Organizer can also be used with each of the Quick Reads.
Learning AZ All rights reserved.
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Animals
DURING
You may want to review the key science terms before students read.
READING
Encourage students to read one page or section at a time, and then discuss
in pairs, in groups, or as a class what was read. (See Discussion Questions.)
You may wish to have students read the special features in the book to
build on the concepts within each section. Some vocabulary terms can
be reinforced in these features.
Discussion Questions
Use the Discussion Cards during or after reading. The cards are structured
so they can be used for whole-group discussion, or assigned to individuals,
pairs, or groups. Choose the activity that best serves your purposes. It may
be helpful to allow students to use their books, T-charts, and completed
Graphic Organizers as they try to answer the questions. Here are some
suggested activities:
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Animals
Divide the class into groups and have each group discuss the questions
from one section of the book. Then have groups report their responses
to the class.
Have all groups discuss all the questions, and then discuss the
similarities and differences among the groups answers.
Place discussion cards at centers and have groups talk about or write
their responses as they rotate through them.
Have each student choose a card and write an answer on the back.
Collect and review these with the whole class.
Assign certain questions to groups or individuals for homework.
Each question can be answered with certain book levels as noted with dots
in the upper left corner. You may want all students to think about all the
questions, even if their book level is not noted on certain cards. The book
section or topic most closely related to the question appears on each card.
All questions can be answered with
all three book levels, except where
noted. Only the high-level book
separates the content into sections.
Introduction
What
makes all animals the
same? (understanding)
What
are some ways animals
can be different?
(understanding)
What
if an animal had all but
one of its needs? (evaluating)
Body Coverings and Parts
Name
some different ways
animals bodies are covered.
(remembering)
Which
animal is your favorite
looking animal and why?
(evaluating)
Compare
the parts of any
two animals pictured in
the book. (analyzing)
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AFTER
READING
Animals
Name
some animals whose
babies look different from their
parents. (understanding)
Why
do you think animals
have babies? (analyzing)
Enduring Understanding
In this book, students have read about what makes animals alike and
different. They have also read about what animals need to grow and
survive. Discuss the following question with students:
How can you use what you know about animals to choose a new pet
and care for it?
Home Project
Have students draw a picture of an outdoor area near their home
(e.g., a backyard, park, or apartment complex courtyard). Have them
include animals they have seen there.
Assess
Download and print the Unit Quiz.
Use the Nonfiction Retelling Rubric to assess understanding.
Quick Check: For individual or group assessment, have students respond
orally to the following prompt:
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